In the knowledge society, artificial intelligence (AI) forms a cornerstone of global education. This quasi-experimental study examines the impact of an Intelligent Adaptive Learning Strategy (IALS) on flexible thinking (FT) and academic achievement among 60 3rd-year undergraduate students at the College of Education/University of Baghdad (experimental n = 30; control n = 30). The IALS was implemented via an AI-supported educational platform, while the control group received conventional instruction. Post-test intervention assessments included an FT test (10 items, content validity = 0.89, Cronbach’s α = 0.87) and an achievement test (10 objective items, α = 0.85). Results revealed statistically significant superiority of the experimental group in both FT (p < 0.01, η² = 0.34) and academic achievement (p < 0.001, η² = 0.42). Findings affirm IALS efficacy in personalized learning environments. Recommendations include adopting centralized adaptive learning (AL) platforms, faculty training in adaptive pathway design, and integration of IALS into mathematics, algorithms, and programming courses.
